The effects of feedback type and explicit associative memory on the effectiveness of delayed corrective feedback in computer-mediated communication
Date
2024-07-29
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Center for Language & Technology
Volume
28
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1
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1
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26
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Abstract
The present study examines the impact of the explicitness of corrective feedback and explicit associative memory on the acquisition of -ing/-ed participial adjectives through delayed video-based corrective feedback. Fifty-two L1 Spanish learners were randomly assigned to one of three groups (implicit, explicit, or no-feedback) and performed an interactive task with an experimenter via a video-conferencing tool without receiving any feedback. At the end of the task, the feedback groups received a video replay with inserted oral corrections (either partial recasts or explicit corrections). The no-feedback group performed the interactive task without receiving corrective feedback. A paired-associates test with delayed recall was used to measure explicit associative memory. Pretest-posttest development was measured using oral production and grammaticality judgment tasks. Both corrective feedback groups outperformed the no-feedback group. While no statistical difference emerged between the two delayed corrective feedback groups, a small difference was detected for the explicit group when considering effect sizes. Moreover, a positive relationship was found between explicit associative memory and learning gains on the grammaticality judgment task.
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Keywords
Delayed Feedback, Explicit Associative Memory, Corrective Feedback, Video-conferencing
Citation
Yilmaz, Y, Granena, G., Canals, L., & Malicka, A. (2024). The effects of feedback type and explicit associative memory on the effectiveness of delayed corrective feedback in computer-mediated communication. Language Learning & Technology, 28(1), 1–26. https://hdl.handle.net/10125/73588
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26
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